Longview School District Writing Plan Essential Learning – Grade 6 1. Writes Clearly and Effectively Ideas • Chooses variety of topics and themes • Uses narrow/manageable topic • Writes with focus and purpose • Elaborates with relevant details Organization • Uses organizational framework: essay, report, letter, summary paragraph, bibliography • Includes introduction, body, conclusion (3-5 paragraphs for essays, letter, and/or reports) • Starts with a bang • Includes at least three details • Includes effective conclusion • Uses thoughtful transitions • Applies sequencing is logical order of importance Voice • Senses the person behind words • Communicates own perspective; is honest and personal • Reflects commitment to topic • Demonstrates originality, liveliness, excitement • Screams to be read aloud Word Choice • Uses figurative language - Simile, metaphor, personification, alliteration • Uses strong specific verbs • Uses adjectives that create a clear and accurate picture • Uses thesaurus for variety and exact meaning

Assessment • Six Trait Analytical Assessment from NWREL • WASL Scoring Guide • Other rubrics when appropriate: − Student developed − Teacher developed − Anita Archer − Mode rubrics • Portfolio – including student assessment to support work

Teacher Resources • • • • • • • • • •

Anita Archer Tap the Deck Series Write Source 2000 Northwest Regional Lab Colleagues/Building Support English Text OSPI Developed Material -Released WASL Prompts, Explanation Sheet Proof Reading Symbol Chart University of Kansas – Teaching Strategies Student Anchor Papers

Notes

Essential Learning – Grade 6 Sentence Fluency • Writes a complete sentence (subject/predicate) • Uses a variety of sentence structures and lengths - Simple - Complex - Compound • Writes no two sentences that start with the same word Conventions • Uses 600 most used words • Uses capitalization of proper nouns • Uses comma rules (in a series, compound sentences) • Uses parts of speech (verbs, nouns, adjectives) • Uses subject, verb agreement • Uses paragraphing - Main idea - Topic sentences - Supporting details • Uses spell check and dictionary independently as needed • Uses consistent verb tense 2. Addresses Audience, Purpose, Form Narrative Writing (to provide interest or entertain) • Includes descriptive detail • Organizes in chronological order/sequence • Uses first or third person narration Expository (explains why or informs about something) • Writes a paragraph - One giving directions

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Essential Learning – Grade 6

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Teacher Resources

- One comparing/contrasting - One stating facts • Writes a minimum of 3-5 related paragraphs with introduction, body, and conclusion • Cites sources when appropriate Persuasive (persuade or convince) • Chooses a position • States reason for position • Considers other point of view • Cites sources when appropriate 3. Understands and Uses Steps of the Writing Process Prewrites • Organizes and plans research • Uses various formats - Web, frame, chart, list Drafts • Writes with a focus on meaning, audience, purpose, and form Revises • Completes four acts of revision – rearranges, adds, deletes, substitutes (to improve clarity) • Uses specific revision strategies - No two sentences start with the same word, eliminate generic words (good, nice, cool, etc.), active verbs, sentence count, check transitions • Rewrites independently, one-on-one, or in small group

• Process Rubric - Evidence of revision - Effective participation in partner and/or group revision - All steps of the writing process are represented - Evidence of selfrevision (own writing) - Evidence of distinction between revising and editing

Anita Archer P – Prepare O – Organize W – Write E – Revision/Edit R – Rewrite

• Guided practice of revision using overhead of student papers

Notes

Essential Learning – Grade 6 Edits • Proofreads test • Uses spell check when available or dictionary Publishes • Shares work • Produces a quality product - Typed - Written if necessary 4. Analyzes and Evaluates Writing Knows when to revise Scores own paper or someone else’s using appropriate rubric Identifies ways to improve writing and/or specific skills

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Longview School District Writing Plan Essential Learning – Grade 7

Assessment

1. Writes clearly and effectively

• Six Trait Analytical Assessment from NWREL

Ideas • Includes relevant, telling, quality details • Uses narrow and manageable topic • Anticipates reader’s questions • Expresses clear focus throughout • Writes from experience or knowledge • Cites sources correctly Organization • Uses organizational framework: essay, report, letter, summary paragraph, bibliography • Includes introduction, body, conclusion (3-5 paragraphs for essays, letter, and/or reports) • Starts with a bang • Includes at least three details • Includes effective conclusion • Uses thoughtful transitions • Applies sequencing is logical order of importance Voice • Senses the person behind the words • Communicates honestly and personally • Reflects commitment to the topic • Demonstrates originality, liveliness, excitement • Screams to be read aloud • Writes in both first and third person Word Choice • Uses expanders/elaboration • Uses figurative language – simile, metaphor, personification, alliteration

• WASL Scoring Guide • Other rubrics when appropriate: - Student developed - Teacher developed - Anita Archer - Mode rubrics • Portfolio – including student assessment to support work

Teacher Resources • • • • •

• • • • •

Anita Archer Stack the Deck Series Write Source 2000 Northwest Regional Lab OSPI Developed Material – Released WASL Prompts, Explanation Sheet Colleagues/Building Support English Text University of Kansas − Teaching Strategies Proof Reading Symbol Chart Student Anchor Papers

Notes

Essential Learning – Grade 7 • Uses adverbs, active/passive verbs, conjunctions, clauses, and phrases • Uses precise words (specific and accurate) • Creates a picture in your mind • Shows, doesn’t tell Sentence Fluency • Writes simple/complex sentences in multiple paragraphs • Writes perfect sentences (clean structure) - No run-ons/fragments • Uses variety of structures and lengths • Writes no two sentences that start with the same word • Writes with cadence (flow) Conventions • Uses 700 most used words • Uses commas in a series, dates, places, letter, appositives, clauses • Uses introductory clause • Uses appositives • Uses correct capitalization and punctuation • Uses subject/verb agreement; pronoun antecedent • Uses consistent verb tense • Writes complete sentences • Uses spell check or dictionary 2. Addresses audience, purpose, and form Persuasive – letter, essay (at least three paragraphs) - Audience – editor, principal, teacher, students, parents Expository – essay, letter, report (research based) - Audience – teacher, classmates, principal, parents

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Essential Learning – Grade 7 • Summary paragraphs - Audience – teacher, classmates • Reflective pieces - Multiple paragraphs - Journals - Audience – self, teacher • Informal/formal writing • Descriptive writing – part of all modes 3. Understands and uses the steps of the writing process Prewrites • Organizes and plans research • Uses various formats - Web, frame, chart, list Drafts • Writes with a focus on meaning, audience, purpose, and form Revises • Completes four acts of revision – rearranges, adds, deletes, substitutes (to improve clarity) • Uses specific revision strategies - No two sentences start with the same word, eliminate generic words (good, nice, cool, etc.), active verbs, sentence count, check transitions • Rewrites independently, one-on-one, or in small group Edits • Proofreads test • Uses spell check when available or dictionary

Assessment

• Process Rubric - Evidence of revision - Effective participation in partner and/or group revision - All steps of the writing process are represented - Evidence of selfrevision (own writing) - Evidence of distinction between revising and editing

Teacher Resources

Anita Archer P – Prepare O – Organize W – Write E – Revision/Edit R – Rewrite

• Guided practice of revision using overhead of student papers

Notes

Essential Learning – Grade 7 Publishes • Shares work • Produces quality product - Typed - Written if necessary 4. Analyzes and Evaluates Writing Reflects on writing Scores own paper or someone else’s using appropriate rubric Identifies ways to improve writing and/or specific skills Identifies reasons for revision Teacher assesses student evaluation

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Longview School District Writing Plan Essential Learnings – Grade 8

Assessment

1. Writes clearly and effectively

• Six Trait Analytical Assessment from NWREL

Ideas • Chooses topic independently • Writes with focus and purpose • Elaborates to enhance ideas (by using wellchosen, supporting details which may include description, examples, anecdotes, reasons, and/or facts) • Synthesizes and analyzes information • Cites sources Organization • Selects and communicates in an effective organizational structure (e.g., chronological, procedural/process, spatial, order of importance, main ideas/supporting detail) • Uses transitional words, phrases, and sentences • Uses expository explanations (3-5 paragraphs minimum) • Uses narrative writing (3-5 paragraphs minimum) • Uses persuasive elements (3-5 paragraphs minimum) Voice • Maintains an individual, authoritative voice Word Choice • Selects persuasive, informational/technical, and descriptive languages • Uses figurative language appropriately − alliteration, simile, metaphor, personification • Uses thesaurus for variety and exact meaning

• WASL Scoring Guide • Other rubrics when appropriate: - Student developed - Teacher developed - Anita Archer - Mode rubrics • Portfolio – including student assessment to support work

Teacher Resources • • • • • • • • •

• • • •

Anita Archer Cut the Deck Series Write Source 2000 Sentence Opening Sheet – Cut the Deck Northwest Regional Lab Colleagues/Building Support English Text Literature Series OSPI Developed Material – Released WASL Prompts, Explanation Sheet Proof Reading Symbol Chart University of Kansas - Sentence Fluency Strategy Computer Programs - Mavis Beacon Typing Student Anchor Papers

Notes

Essential Learnings – Grade 8

Assessment

Teacher Resources

Sentence Fluency • Uses simple/complex sentences in multiple paragraphs • Writes perfect sentences (clean structure) - No run-ons/fragments • Uses variety of structures and lengths • Writes no two sentences that start with the same word • Writes with cadence (flow) Conventions • Follows the rules of standard English for usage, spelling of commonly used words, capitalization, and punctuation • Uses complete sentences • Uses paragraphs • Uses spell check or dictionary 2. Addresses audience, purpose, and form Anticipates readers’ questions in persuasive writing Establishes subject and purpose of writing in a thesis statement Writes in a variety of forms (letter, essay, research, poetry, memo, et al.) Writes in a variety of modes (persuasive, expository, etc.) 3. Understands and uses the steps of the writing process Prewrites • Organizes and plans research

• Process Rubric - Evidence of revision - Effective participation in partner and/or group revision - All steps of the writing process are represented

Anita Archer P – Prepare O – Organize W – Write E – Revision/Edit R – Rewrite

Notes

Essential Learnings – Grade 8 • Uses various formats - Web, frame, chart, list Drafts • Writes with a focus on meaning, audience, purpose, and form Revises • Completes four acts of revision – rearranges, adds, deletes, substitutes (to improve clarity) • Uses specific revision strategies - No two sentences start with the same word, eliminate generic words (good, nice, cool, etc.), active verbs, sentence count, check transitions • Rewrites independently, one-on-one, or in small group Edits • Proofreads test • Uses spell check when available or dictionary Publishes • Shares work • Produces quality work - Typed - Written if necessary 4. Analyzes and Evaluates Writing Submits work for review, accepts feedback, and revises accordingly Self-reflects through journals, learning logs, et al. Evaluates his/her writing and the writing of others Submits samples of student work (e.g., portfolios)

Assessment - Evidence of selfrevision (own writing) - Evidence of distinction between revising and editing

Teacher Resources • Guided practice of revision using overhead of student papers

Notes